Risk and Return Term Paper Example | Topics and Well Written Essays - 750 words

Risk and Return - Term Paper Example It not only takes into account the risk free rate of return but also includes market risk premium while at the same time taking beta of the stock into account too. (Valuebasedmanagement.net, 2011) This paper will discuss as to how to compute the cost of equity for Wal-Marts while at the same comparing it with other firms. Other models for caluclating cost of equity such as dividend discount model as well as arbitrage pricing theory. 1) Calculations Name of the Company Wal-Mart Nestle McDonald Beta Value 0.371 0.582 0.363 US Treasury (RF) 3% 3% 3% RM-RF 7% 7% 7% Cost of Equity 5.59% 7.06% 5.52% Cost of equity for Wal-Mart is computed in following manner: Rate = RF + Beta x (RM-RF) = 3% + 0.37 (7%) Cost of equity = 5.59% Is this cost of equity higher or lower than you expected? The above calculations suggest that the cost of equity for Wal-Mart is 5.59% which is below the average rate on S&P 500 for an average firm. This cost of equity however, may be considered as adequate or right co nsidering the overall fundamentals of Wal-Mart, its brand image, its global presence as well as the overall industry dynamics. Such low rate of cost of equity therefore indicates that investors are satisfied with the overall strong historical performance of Wal-Mart. Beta values of other companies For the purpose of comparison with Wal-Mart, Nestle as well as McDonalds have been considered as a case study. The tabular calculations are provided in following table: Name of the Company Wal-Mart Nestle McDonald Beta Value 0.374 0.585 0.366 US Treasury (RF) 3% 3% 3% RM-RF 7% 7% 7% Cost of Equity 5.59% 7.06% 5.52% Cost of equity for Nestle Rate = RF + Beta x (RM-RF) = 3% + 0.58(7%) = 7.06% Cost of equity for McDonalds Rate = RF + Beta x (RM-RF) = 3% + 0.36 (7%) = 5.52% The comparison made above shows that the cost of equity of three firms is approximately within a certain range. All three firms have cost of equities which are less than 10% suggesting that the low beta values may have an i mpact on their overall valuation. Beta values always suggest the correlation between the market returns as well as the individual security returns therefore low beta value suggest that the market and the security go hands in hand. The above comparison also shows that these firms are mature firms and are industry leaders with low risk profile therefore investors are relatively satisfied on their ability to operate as a going concern. Further, these firms are mature with stable patterns of earning therefore the overall cost of equity is low due to their low risk. 4) Capital asset pricing model is not the only model to compute the cost of equity as models such as dividend discount model as well as arbitrage pricing theory are other alternatives. Dividend Discount Model is based on the computation of the fair value of any security based on the dividends. (Investopedia.com ). According to this model, the future cash flows to be generated from any given security come in the form of future dividends therefore discounting such cash flows with an appropriate rate can provide a fair indication about the price of a security. The formula is : P0 = D1 / (R-G) D1 is the dividends in the future period 1 whereas R is the required rate of return whereas G suggests the historical growth rate of the dividends. Through manipulation of the above formula, the rate of return through dividend discount model can be computed in following manner: R = D1/P0 + G The required rate o

Educational Technology Essay Example for Free

Educational Technology Essay Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning, according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.[3] Technology of education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word technology. Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as smartphones and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories in human behavior to educational technology. Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means applied science. In other words, any valid and reliable process or procedure that is derived from basic research using the scientific method is considered a technology. Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek techne which means craft or art. Another word, technique, with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator. A classic example of an Educational Psychology text is Blooms 1956 book, Taxonomy of Educational Objectives.Blooms Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Blooms work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies. According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Masters, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology orInstructional Systems Design. But few of those listed below as theorists would ever use the term educational technologist as a term to describe themselves, preferring terms such as educator.The transformation of educational technology from a cottage industry to a profession is discussed by Shurville, Browne, and Whitaker. Definition of terms Evaluation is a systematic determination of a subjects merit, worth and significance, using criteria governed by a set of standards. It can assist an organization to assess any aim, realizable concept or proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. Technology is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can also refer to the collection of such tools, machinery, modifications, arrangements and procedures. Technologies significantly affect human as well as other animal species ability to control and adapt to their natural environments. Educational technology is the use of technology to improve teaching and learning. the treatment of the process by which people learn, as a systematic process based on objectives, with strategies and systems to achieve them; a set of expensive tools sold to schools purporting to improve learning but not actually proven to do so information and communication technology (ICT), is often used as an extended synonym for information technology (IT), but is a more specific term that stresses the role of unified communications[1] and the integration oftelecommunications (telephone lines and wireless signals), computers as well as necessaryenterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information. Classifications of Educational Technology When we hear the word technology today, we would immediately think of the mediated instructional materials particularly those, which are computer-based. But technology also includes the indigenous materials which have been used in the past and which have been proven as reliable. They have proven their worth especially to the teachers in the early days. According to the Equilibrium Theory of Education, the schools which are supposed to transmit accumulated knowledge and skills to students, that students are given balance of the old and new learning so that they will not lose track of the finest pedagogical culture which have been developed and accumulated all through the years. The classification of Educational Technology is divided into two which is the following: * Material Technology Material Technology is divided by two which is the lo-tech paper technology and the hi-tech mediated technology Lo-tech paper technology * It is also called traditional instructional materials; these are indigenous materials usually real objects or those that are made of paper and cardboards. They are still here to stay because not all schools are equipped with technology tools and not all teachers are ready to embrace modern technology. Hi-tech mediated technology * Often called as the mediated technology, it includes those, which are presented using media equipment or hardware. The most persuasive modern technology for teaching and learning in these contemporary times is the computer and its various applications. In fact all educational efforts are being geared toward its used. Its effectiveness in teaching and learning has been widely recognized. * Non-Material Technology This includes theories, laws, principles, methods and strategies of teaching. They evolved results of researches and studies in order to facilitate teaching and learning. Applications of Educational Technology A proper application of educational technology can result to improved sensation and perception that will lead to quality learning. Educational technology transcends geographical barriers, expose students to experiences beyond classroom, disseminate instruction across large areas and make education more accessible to more people. If Educational Technology is properly selected and used the students can do the following: * Arouse and sustain the interest and attention of the students. * Concretize concepts and ideas to promote meaningful learning. * Make learning more permanent by providing rich experiences. * Provide self-activities for independent learning. * Increase one’s vocabulary by eliminating verbalism * Promote continuity of thought * Increase the quality of learning while decreasing the time spent * Check student’s preparedness * Make learning more interactive * Choosing and applying educational technology . Evaluation in Educational Technology As education systems, in particular Technology Education, adapt to new expectations for secondary students entering an uncertain workforce, the time is appropriate to investigate the need for school facilities to meet these present demands and those that continue to change curricula. This study has been conducted in order to determine the facility requirements for the delivery of the evolving technology/manual arts curriculum in Queensland. A set of validated design criteria for evaluating technology education and vocational education settings was developed and trialed to assist the designer of such facilities to meet the needs of this area on schools designed in different eras from the 1960s to the present. A review of the published literature would indicate that little has been written on this aspect of facilities design. While related studies have been conducted in North America, they were not confined to the designing of the facilities and only had specific relevance in that coun try. An expert group consisting of prominent Queensland educators provided the impetus for developing the criteria which had been generated through a systematic search of the literature. The methodology utilised to involve the expert group was the Nominal Group Technique. After the criteria had been developed, they were validated by questionnaire through a 30% random sample of practicing heads of department across Queensland in both state and independent systems. A trial evaluation using current facilities was subsequently conducted to determine the effectiveness of the criteria in terms of teacher acceptability as well as establishing a pattern of needs for modification. Practitioners who use the facility for teaching technology education and/or vocational education could use the set of criteria to evaluate their facility in a similar manner to that of evaluating their students. Such evaluations could then become the basis for ffiture school planning and budgetary allocations as well as asset management of existing facilities. The study proved to be valuable as the validated criteria have the potential of being used as a tool by teachers to evaluate their facilities. At the systems level of operation, the criteria will provide assistance for designers, architects and teachers to prepare informal educational briefs. Such briefs would provide a consistent approach to the some times difficult task of clearly defining the function of a facility. The modem facility must meet the needs of current curriculum and be sufficiently flexible and adaptable to provide the educational requirements well into the twenty-first century. These developed criteria will gr eatly assist in this process. Overview It is a great honor for me to join in the celebration of the 100th birthday of National Taipei Teachers College. In the United States, this year is also the 100th anniversary of a famous march, the Stars and Stripes Forever, composed by the revered bandmaster, John Phillips Sousa in 1896. I learned this when I attended a band concert this fall, celebrating the 100th anniversary of the Department of Bands at Indiana University. During the concert I was thinking about what I might say today, and I realized that National Taipei Teachers College, the IU Department of Bands, and the Stars and Stripes Forever are all 100 years old this year. I plan to talk today on the topic: evaluation of use of information technology in education. First, I will discuss the use of information technology as a lever for change in educational systems and practice. Second, I will talk about the development of criteria for evaluating information technology systems in K-12 education. During 1993-95, I played a central role on a team of faculty and graduate students at Indiana University who helped develop these criteria for the National Study of School Evaluation. I will provide a brief overview of the criteria for use of information technology in K-12 education in the United States. Finally, I will share my personal philosophy on use of technology in education. Stability and Change in Education The publication of A Nation at Risk in 1983 helped to renew U.S. efforts to further improve public schooling. We have given names to these reform efforts such as: site-based management, school restructuring and educational systems design (cf. Banathy, 1991; Reigeluth, 1992; Frick, 1993). One difficulty in changing a system is that it tends to remain the same. Systems try to attain and maintain some level of stability (cf. Maccia Maccia, 1975; 1966). The big challenge is: How can we overcome this stability in our education systems in order to make positive changes, without harming what is already good and should not be changed? One educator in Indiana has joked that the problem of getting our schools to change is like trying to change the direction of a big elephant going 100 miles per hour. Indicators of Quality Information Technology Systems in Education The National Study of School Evaluation recently published Technology: Indicators of Quality Information Technology Systems in K-12 Schools (NSSE, 1996). This publication provides: * a vision for student learning in technology through suggestions of performance indicators at the elementary, middle and high school levels, * indicators for judging how a schools instructional system supports learning achievement in technology, and * indicators for evaluating how a schools organizational system supports its vision. History of Educational Technology during ancient times There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. Educational technology, broadly speaking, has passed through five stages. The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids. The second stage of educational technology is associated with the electronic revolution with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly, educational technology concept was taken in terms of these sophisticated instruments and equipments for effective presentation of instructional materials. The third stage of educational technology is linked with the development of mass media which in turn led to communication revolution for instructional purposes. Computer-assisted Instruction (CAI) used for education since 1950s also became popular during this era. The fourth stage of educational technology is discernible by the individualized process of instruction. The invention of programmed learning and programmed instruction provided a new dimension to educational technology. A system of self-learning based on self-instructional materials and teaching machines emerged. The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in instruction. According to it, educational technology is a systematic way of designing, carrying out and evaluating the total process of teaching and learning in terms of specific objectives based on research. Educational technology during the Stone Age, the Bronze Age, and the Iron Age Educational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age. Duringthe Stone Age, ignition of fire by rubbing stones, manufacture of various handmade weapon and utensils from stones and clothing practice were some of the simple technological developments of utmost importance. A fraction of Stone Age people developed ocean-worthy outrigger canoe ship technology to migrate from one place to another across the Ocean, by which they developed their first informal education of knowledge of the ocean currents, weather conditions, sailing practice, astronavigation, and star maps. During the later Stone Age period (Neolithic period),for agricultural practice, polished stone tools were made from a variety of hard rocks largely by digging underground tunnels, w hich can be considered as the first steps in mining technology. The polished axes were so effective that even after appearance of bronze and iron; people used it for clearing forest and the establishment of crop farming. Although Stone Age cultures left no written records, but archaeological evidences proved their shift from nomadic life to agricultural settlement. Ancient tools conserved in different museums, cave paintings like Altamira Cave in Spain, and other prehistoric art, such as the Venus of Willendorf, Mother Goddess from Laussel, France etc. are some of the evidences in favour of their cultures. Neolithic Revolution of Stone Age resulted into the appearance of Bronze Age with development of agriculture, animal domestication, and the adoption of permanent settlements. For these practices Bronze Age people further developed metal smelting, with copper and later bronze, an alloy of tin and copper, being the materials of their choice. The Iron Age people replaced bronze and developed the knowledge of iron smelting technology to lower the cost of living since iron utensils were stronger and cheaper than bronze equivalents. In many Eurasian cultures, the Iron Age was the last period before the development of written scripts. Educational technology during the period of Ancient civilizations According to Paul Saettler, 2004, Educational technology can be traced back to the time when tribal priests systematized bodies of knowledge and ancient cultures invented pictographs or sign writing to record and transmit information. In every stage of human civilization, one can find an instructional technique or set of procedures intended to implement a particular culture which were also supported by number of investigations and evidences. The more advanced the culture, the more complex became the technology of instruction designed to reflect particular ways of individual and social behaviour intended to run an educated society. Over centuries, each significant shift in educational values, goals or objectives led to diverse technologies of instruction. The greatest advances in technology and engineering came with the rise of the ancient civilizations. These advances stimulated and educated other societies in the world to adopt new ways of living and governance. The Indus Valley Civilization was an early Bronze Age civilization which was located in the northwestern region of the Indian Subcontinent. The civilization was primarily flourished around the Indus River basin of the Indus and the Punjab region, extending upto the Ghaggar-Hakra River valley and the Ganges-Yamuna Doab, (most of the part is under todays Pakistan and the western states of modern-day India as well as some part of the civilization extending upto southeastern Afghanistan, and the easternmost part of Balochistan, Iran). There is a long term controversy to be sure about the language that the Harappan people spoke. It is assumed that their writing was at least seems to be or a pictographic script. The script appears to have had about 400 basic signs, with lots of variations. People write their script with the direction generally from right to left. Most of the writing was found on seals and sealings which were probably used in trade and official administrative work. Harappan people had the knowledge of the measuring tools of length, mass, and time. They were the first in the world to develop a system of uniform weights and measures. In a study carried out by P. N. Rao et al. in 2009, published in Science, computer scientists found that the Indus scripts pattern is closer to that of spoken words, which supported the proposed hypothesis that it codes for an as-yet-unknown language. According to the Chinese Civilization, some of the major techno-offerings from China include paper, early seismological detectors, toilet paper, matches, iron plough, the multi-tube seed drill, the suspension bridge, the wheelbarrow, the parachute, natural gas as fuel, the magnetic compass, the raised-relief map, the blast furnace, the propeller, the crossbow, the South Pointing Chariot, and gun powder. With the invent of paper they have given their first step towards developments of educational technology by further culturing different handmade products of paper as means of visual aids. Ancient Egyptian language was at one point one of the longest surviving and used languages in the world. Their script was made up of pictures of the real things like birds, animals, different tools, etc. These pictures are popularly called hieroglyph. Their language was made up of above 500 hieroglyphs which are known as hieroglyphics. On the stone monuments or tombs which were discovered and rescued latter on provides the evidence of existence of many forms of artistic hieroglyphics in ancient Egypt. Educational technology during Medieval and Modern Period Paper and the pulp papermaking process which was developed in China during the early 2nd century AD, was carried to the Middle East and was spread to Mediterranean by the Muslim conquests. Evidences support that a paper mill was also established in Sicily in the 12th century. The discovery of spinning wheel increased the productivity of thread making process to a great extent and when Lynn White added the spinning wheel with increasing supply of rags, this led to the production of cheap paper, which was a prime factor in the development of printing technology. The invention of the printing press was taken place in approximately 1450 AD, by Johannes Gutenburg, a German inventor. The invention of printing press was a prime developmental factor in the history of educational technology to convey the instruction as per the need of the complex and advanced-technology cultured society. In the pre-industrial phases, while industry was simply the handwork at artisan level, the instructional processes were relied heavily upon simple things like the slate, the horn book, the blackboard, and chalk. It was limited to a single text book with a few illustrations. Educational technology was considered synonymous to simple aids like charts and pictures. The year 1873 may be considered a landmark in the early history of technology of education or audio-visual education. An exhibition was held in Vienna at international level in which an American school won the admiration of the educators for the exhibition of maps, charts, textbooks and other equipments. Maria Montessori (1870-1952), internationally renowned child educator and the originator of Montessori Method exerted a dynamic impact on educational technology through her development of graded materials designed to provide for the proper sequencing of subject matter for each individual learner. Modern educational technology suggests many extension of Montessoris idea of prepared child centered environment. In1833, Charles Babbages design of a general purpose computing device laid the foundation of the modern computer and in 1943, the first computing machine as per hi design was constructed by International Business Machines Corporation in USA. The Computer Assisted instruction (CAI) in which the computer functions essentially as a tutor as well as the Talking Type writer was developed by O.K. Moore in 1966. Since 1974, computers are interestingly used in education in schools, colleges and universities. In the beginning of the 19th century, there were noteworthy changes in the field of education. British Broadcasting Corporation (BBC), right from its start of school broadcasts in 1920 had maintained rapid pace in making sound contribution to formal education. In the USA, by 1952, 20 states had the provision for educational broadcasting. Parallel to this time about 98% of the schools in United Kingdom were equipped with radios and there were regular daily programmes. Sidney L. Pressey, a psychologist of Ohio state university developed a self-teaching machine called Drum Tutor in 1920. Professor Skinner, however, in his famous article Science of Learning and art of Teaching published in 1945 pleaded for the application of the knowledge derived from behavioral psychology to classroom procedures and suggested automated teaching devices as means of doing so. Although the first practical use of Regular television broadcasts was in Germany in 1929 and in 1936 the Olympic Games in Berlin were broadcasted through television stations in Berlin, Open circuit television began to be used primarily for broadcasting programmes for entertainment in 1950. Since 1960, television is used for educational purposes. In 1950, Brynmor, in England, used educational technological steps for the first time. It is to be cared that in 1960, as a result of industrial revolution in America and Russia, other countries also started progressing in the filed of educational technology. In this way, the beginning of educational technology took place in 1960 from America and Russia and now it has reached England, Europe and India. During the time of around 1950s, new technocracy was turning it attraction to educations when there was a steep shortage of teachers in America and therefore an urgent need of educational technology was felt. Dr. Alvin C. Eurich and a little later his associate, Dr. Alexander J. Stoddard introduced mass production technology in America. Team teaching had its origin in America in the mid of 1950s and was first started in the year 1955 at Harvard University as a part of internship plan. In the year 1956, Benjamin Bloom from USA introduced the taxonomy of educational objectives through his publication, The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain.

The Break Up Of Austria Hungary History Essay

The Break Up Of Austria Hungary History Essay In 1867 a dualist structure of Austro-Hungary came into existence in substitution with the former sole Austrian Empire (1804-67). This was the time when Austria came weak in strength and lost power, as it had gone through wars against Italian Peninsula (1859) and the states of German Confederation (1866). Besides these wars some other factors were also the cause such as constitutional changes which was causing continuous Hungarian frustration with rule from Vienna on growing national awareness in the other nationalities of the Austrian Empire. This frustration with Austrian rule had increased with time within Hungary which also caused Hungarian liberal revolution (1848-49). In the late 1850s, a huge quantity of Hungarians who joined their hands in the revolution agreed to accept the Habsburg monarchy. This took it as it will deliver the full right of internal independence to Hungary with common rights of defence and foreign affairs to both Austria and Hungary. At the time the Emperor Franz Joseph commenced comprising efforts with the Hungarian upper class and gained their support. Further the Hungarian leaders claimed Emperors coronation as King of Hungary and a separate parliament at Budapest with authorities to endorse rules and regulations. (H. Kohn, 1961) The creation of semi-independent Hungary caused the ascending a forceful ethnic Hungarian Magyar identity within the Kingdom of Hungary. At that stage the other minorities the Romanian and Slav began to dislike the government support to the Magyars. The same situation happened in the Empire of Austria as well as a stress was widely spread amongst the ethnic German and Czech citizens. Furthermore, ethnic issues got increased in new independent Romania and Serbia due to awareness of national identity. By the beginning of the 20th century the problem of disaffected ethnic groups had dominated the political situation in central and Eastern Europe for some 50 years. Upon the outbreak of the World War I in 1914, many of the smaller ethnic groups began to press for self-determination. These groups sought to capitalize on and dislocation of the war in order to attain independence. As a result the question of self-determination became an important issue during the war and in the subsequent peace conference. In this regard various promises of the allies and the central power to disaffected ethnic groups are considered. (Musgrave, T.D. 1997) Ethnic groups frequently claim to have a right to self-determination on the basis that they are peoples, and are therefore entitled to determine their own political status. This notion of self-determination originated in central and Eastern Europe and grew out of the phenomenon of nationalities. The unification Germany and Italy in the 19th century and the creation of nation-states such as Poland and Czechoslovakia after the World War I constituted acts of self-determination consistent with this understanding of the principle. (Musgrave, T.D. 1997) The allies also felt that a settlement of racial problem of South Eastern Europe on the basis of that the various nationalities therein contained should be as far as possible grouped in autonomous units with securities for religious and language rights of minorities to be an essential of lasting peace. As to the relations who exist between these national entities they have no fixed ideas, provided they are not brought under the political and military domination of Berlin. (Calder, K. J.1976) Apart from the ethnic groups, another major problem was regarding the setting up of a language which could be considered as customary. The Germans urged to consider their language as to be considered as a traditional language in the entire Empire. As the Italian language was also treated equally by the Germans they also claim their language to be used for this purpose. On the other hand the Slavic were demanding theirs. However, in upcoming times in multiple laws beginning from 1867, many languages were used as official language in the Austro-Hungarian Empire. Initially the Croatian language was given equal rights against Italian in Dalmatia. Due to increasing Slovene majority in Carniola and the capital their language was replaced by German in 1882. In 1869 in Galicia Polish was set as a government language. The Ukrainian language was not granted with this status as they always remained in minority. The language argument was aggressively fought by the Czechs in Bohemia, Prague and Pilsen against the German in 1880. Selection of official language became the most difficult task in the Austro-Hungarian politics. All the governments faced huge conflicts in considering any language for official use and educational purpose. Minorities always urged up to maximum extent to regard their language for education against the dominating Hungarian and German languages. The Austria-Hungarian Empire contained different people with different languages including 24% German, 20% Hungarian, 13% Czech, 10% Polish, 08% Ruthenian, 06% Romanian, 05% Croat, 04% Slovak, 04% Serb, 03% Slovene and 03% Italian. There were many parts of Europe which had been part of the Habsburg monarchy at some stage and left it even before its dissolution in 1918. These parts comprised Lombardy, Veneto (Italy), Silesia (Poland), a large portion of Belgium and Serbia, and some parts of northern Switzerland and south-western Germany. Following in the footsteps of Germany, the Empire of Austro-Hungary implemented economical policies and practices. Industries starting growing in the early stage, people were leading a good living with exceptional facilities and large homes. Further foreign investment was sought for further development. Besides of these betterments the ethnic German groups felt that their position was weakening and they started opposing the leadership. In this regard they made an alliance with the ethnic groups related to Slavic and Taafee to oppose and weaken the liberals. Further they imposed Czech language to be as the official and educational language to decline the German speakers hold on offices. As the Czechs got the benefit other ethnic groups also started claimed for their rights. The government tried its best to play a prominent role in holding together the competing interest groups in an era of rapid change. Still there was a huge influence of the powerful Slavic. On the other hand the Bal kan nationalists also claimed independence from the Ottoman Empire which was also facing declination. After that in 1876 the Slavs of Bulgaria, Bosnia and Herzegovina came against Turkish rule and killed Ottoman officials. Further two other small Balkan states, Serbia and Montenegro, also revolted against the Sultan. All these rebels were greatly supported by Russians and ultimately in 1877 Russia declared war against Turkey and defeated the Ottomans with the help of Romania and Greece. At this occasion a treaty was formed and a large Pro-Russian Bulgaria was formed. This enlarged Bulgaria became a threat to the Austro-Hungary and Britain as it may become a Russian satellite and dominate the Balkans. Due to this fear British warships were move towards the Russian border to restrict Russia not to advance in the eastern Mediterranean as the Suez Canal let to Britain. The Britain started propaganda and tried to spread this issue worldwide. However, the other big powers were absolutely against the happening of war in Europe and played their part to stop or slow down the increasing tension in these areas. In 1878 The Congress of Berlin rolled back the Russian victory as the large Bulgarian state which Russia conquered from Ottoman territory was dissolved into partitions. Austria conquered Bosnia and Herzegovina as a way of obtaining influence in the Balkans. Montenegro and Serbia claimed and won full independency. Nevertheless the Balkans lingered as a site of political turbulence, teeming objective for independence and great power rivalry. Viewing the success of the Congress of Berlin the European powers started focusing to guarantee stability vide a multifaceted series of alliances and treaties. In 1879 keeping in mind the apparent Balkan instability and the aggressiveness of Russia Austro-Hungary made an alliance with the Germans. The main target was to create protection against Russia who had great potential to incite Slav rebellions. Italy also joined hands with them in 1882 against its imperial rivalries with France. Stress continued increasing between Russia and Austro-Hungary so a replacement was made as the Three Emperors League was substituted with Reinsurance Treaty with Russia. This was done to safe from war against Russia. There were three main elements of the ruling Empire of Austro-Hungary, the Hungarian government, the Austrian government and Common foreign and military policy. Separate parliaments were maintained in the Empire and ruled by its own prime minister. The coordinated monarch was theoretically strong but lacked strength in practice. The Empire had to cover all regions such as army, navy, foreign policy etc. Within Austria and Hungary some territories, like Galicia and Croatia gained special status with their own exclusive governmental structures. The common government was ruled by a common Ministerial Council which comprised three ministers to handle the joint responsibilities of finance, military, and foreign policy. There were two prime ministers, one from each side. There were two delegations containing 120 members, 60 from each side the Austrian and Hungarian parliaments. All the decisions were made through voting system to Common Ministerial Council. However, the ministers ultimately answered only to the monarch, and he had the final decision on matters of foreign and military policy. With the passage of time overlapping of responsibilities started amongst ministers and the ministries of both sides which led to huge conflicts and army became the major target of these conflicts. Both sides increased the use of their powers to gain dominancy and prominence in military and non-military affairs. Each half of the Dual Monarchy proved quite prepared to disrupt common operations to advance its own interests. Beginning from 1867 both halves maintained their relations for about fifty years now started facing enormous and repeated disputes to the share of each half in financial contribution and usage of resources. As the Austrian side contained approx 57% of the monarchy had more population and consumed greater resources. To conclude these problems Austro-Hungarian Empire renegotiated an agreement every ten years. On June 28, 1914 the heir of the Austro-Hungarian throne, Francis Ferdinand, during his visit to Bosnian capital, Sarajevo, was assassinated by Serbian militant group Black Hand. Gavrilo Principe was the person who killed him. (Shepard B. 1984) The Austro-Hungary getting favoured by the Germans got determined to stop the Serbian military as there was a chance of revolution in the empire. In this regard they gave the Serbians an Ultimatum which was based on ten demands and considered that they will never accept these demands, yet again the Serbians accepted nine of them and a partial disagreement was on the tenth one, the Austro-Hungarian empire declared war. All these events occurred during the course of July and August 1914, which was the beginning of the Great War. (Horne C.F. 1923) Russia heavily supported Serbia in this war with the continuous mobilization of its army. Italy who had an alliance with Austro-Hungary remained neutral in the beginning but in the year 1915 it showed its participation against the Austro-Hungary just to gain more territory from its ally but the Austro-Hungarians fought well at this side and held back the huge Italian army. This fight lasted for three and half years. (Horne C.F. 1923) The Austro-Hungary army fought in parts with Serbia and Russia, the lesser part was sent to the Serbian border while the wider strength was fighting against the Russian army. This step taken by the Austria-Hungary ended up in a disasters way as it lost 227,000 men from its army which comprised of 450,000 in the beginning and also was unable to gain any territory. In the summer of 1915 a combined attack by Austro-Hungarian, German and Bulgarian armies Serbia was conquered. Again in the year 1916, the Russians continued attack on Brusilov which contained very less strength of Austro-Hungarian soldiers and made them suffer to lose 1 million men. Due to the war, loss of men, shortages in supply, declined morale and uncountable casualties the Austro-Hungarian Empire became weak and sought support from the Germans. Further as it comprised of multiple ethnicity, with different peoples, languages, and customs caused further differences in the army and political leaders. At this stage the Austro-Hungarian Empire was completely dependent on the German support and caused a further increase in the ethnic groups of Austro-Hungary. At this stage the Germans were facing problems as they had expended their reservoir of manpower that would supply fresh recruits from the Homeland to the front. They lost reserves to replenish any losses they had to face during the war. They also faced problems from the Americans as they strengthened the Allies with an additional four million troops. (New York Times, September, 1918; John, K. 1999) In 1914 the British government was not interested in national self determination in Eastern Europe. By Nov-1918 it was deeply involved with various eastern European subject nationalities and was omitted by implication to their independence. The government was not formally committed to national self determination, but it could not have abandoned the subject nationalities without being subjected to accusation of bad faith against which it would have had the greatest difficulty defending itself. This paper attempts to explain that evolution in policy by analyzing the British reaction to national problems in Eastern Europe and to the desire of the subject nationalities for self determination. It concentrates on policy during the war, not on the origins of any future policy. It is based primarily on the official records of the British government which have been supplemented with correspondence from private collections. It concentrates on the evolution of the governments relations with the Poles, Czechoslovaks and Yugoslavs because they were the only eastern European nationalities to conduct, throughout the war, an extensive campaign in Britain for national self determination. Amongst the à ©migrà ©s they alone had meaningful relations with the government. (Calder, K. J.1976) When war first broke out between the allies and the central power, the allies had not thought of destroying Austro-Hungary. Even as the war progressed and centrifugal nationalities pressure on Austro-Hungary increased in intensity the allies were not prepared to seek its dismemberment. As late as January-1918 Lloyd George was insisting that the destruction of Austro-Hungary was not one of the war aims of the UK. This was in line with statements made by Wilson at the time. France also favoured the continued existence of Austro-Hungary that its German speaking areas could otherwise seek to unite with Germany. (Louis Leger, A. B. Hill. 1889). When the Central powers collapsed, events moved so quickly that the government did not have time to alter its relations with the subject nationalities to suit those aims it wished to pursue at the peace conference. In fact, on the subject of national self-determination, the government had not decided exactly what aims it wished to pursue. (Calder, K. J.1976) The collapse of the enemy cut short the war-time relations between the government and the à ©migrà ©s before they could be developed to their logical conclusion. Throughout the war, even while it sought a separate peace, the government gradually least limited support for their aspirations, in this situation the government might have been forced to make a formal decision on the fate of Austria-Hungary by giving a general endorsement to the idea of national self-determination. Such developments would have carried the pattern of British relations with the subject nationalities during the war to is ultimate, logical and extreme conclusion but the collapse of the Central powers, premature in terms of British military, cut short this development and left the government in a position which was, to say the lease, confused. By 11 November-1918, it had not formally endorsed the general application of the idea of national self-determination and had not decided, or accepted a commitment, to de stroy Austria-Hungary. Austro-Hungarian Empire can be blamed itself, for its defeat in World War I as all the suffering was caused just to confront the Serbians. The whole idea was turned down due to participation of Russians and further by the discreet act of Italians. After the war Austria-Hungary could not continue much as the Hungarian part became less supportive. Beginning from the later stage of 1916 till early 1917 food supply became very irregular for the Hungarian side and the government had to seek settlement against its enemies, but all the attempts were failed. This was the time when it became clear that the war winners will be the Allied powers of the British Empire, France, Italy and the United States. At this stage nationalist movements which had previously been calling for a greater degree of autonomy for various areas started pressing for full independence. Further the liberal movements and the politicians amongst the Austrians and Hungarians majority also supported the separatism of ethnic minorities in their areas. This began in October of 1918 when Austria was distributed into four portions German, Czech, South Slav and Ukrainian. The Polish State came into existence with rights of full independence. Czechoslovak joined their hands with the South Slave which were already united with Serbia. These happenings came in series as Czecho-Slovakia declared independence on October 28, the Slovaks in Martin on October 30, and on October 29, the southern Slav areas declared the State of Slovenes, Croats and Serbs. Finally on October 31, 1918 the government of Hungary terminated its union with Austria and the Austro-Hungarian Empire was officially dissolved. Then in November separate republics were declared in Austria and Hungary and new border of territories were brought to the world map. The war ended when the peace agreement took effect on November 11, 1918. In the result of the war the political, cultural, and social order of the world was radically changed, even in those areas which were not directly involved in the war. Many new countries were formed, while many were abolished. After a thorough study of all the events, incidents and scenarios it may be concluded that the coalition of Austria and Hungary and development of Austro-Hungry Empire was a negative decision. The residents, besides being different in communities with different cultural and linguistic values, all of them tried to be together and support the government at one stage but later they were confront to go for the independence due to the conquering approach of both parts of the government, the Austria and Hungary, which finally ended in the dissolution after a huge loss in the shape of territory as well as manpower in the World War I.

Essay --

↠ Hello world! Frederick Douglass’s theory on Religion (Christianity), Slavery, and the Law Posted on August 7, 2010 by vrana25 8/07/2010 Law and Literature encompasses the power of literature and they way it presented the law in a light that allows its readers to interpret it from different directions. The law is a system of rules, which are enforced with authority by institutions. Often literature has contributed significantly in shaping the law. Slavery is one of the unfortunate practices in America that has been engraved in American history. In early centuries, people who favored or opposed slavery expressed it through literature. Frederick Douglass in his narrative, â€Å"Narrative of the Life of Frederick Douglass,† discusses the role of religion, Christianity in particular, which was written in literature known as the bible had two versions: true Christianity and the white Christianity that helped in strengthening slavery. Frederick Douglass is known for being an outstanding orator, but he is mostly acknowledged for being an incredible abolitionist. His work to demolish slavery has been greatly known, detailing his life experience as a slave and expressing his theory on slavery. In â€Å"Narrative of the Life of Frederick Douglass,† he demonstrates the way religion and its literature, the bible, had a negative influence and effect on slavery as well as the development of white Christianity. Douglass opens his narrative introducing himself stating his birthplace and age. However, he claims he cannot authenticate his introduction because he himself was a slave and was not given access to this information. Immediately he attempts to demonstrate the lack of knowledge slaves had because of their masters and slaveholders. Slaves were no... ...eir actions. Either this was the incorrect way Christianity was practiced or humanity was presented in an ambiguous way. The presence of religion goes on further when Douglass introduces Mr. Covey, another master he was assign too. Mr. Covey was a professor of religion and a religious class-leader at the local Methodist church. He also had a reputation of breaking apart young slaves in which Douglass refers to him as a â€Å"nigger-breaker.† As young as Douglass was when he moved in with Mr. Covey, he remembers when Mr. Covey gave him â€Å"a sever whipping, cutting my back, causing the blood to run, and raising ridges on my flesh as large as my little fingers.† This is puzzling to hear of a man who is committed to faith but his actions seemed to be contradicting. The terms religion and law are two sophisticated terms that are the realms of life as well as a shared history th

The Cause of Terrorism

Terrorism is, in the most general sense, the systematic use of terror especially as a means of coercion. [1] At present, the International community has been unable to formulate a universally agreed, legally binding, criminal law definition of terrorism. [2][3] Common definitions of terrorism refer only to those violent acts which are intended to create fear (terror), are perpetrated for an ideological goal (as opposed to a lone attack), and deliberately target or disregard the safety of non-combatants (civilians). Some definitions also include acts of unlawful violence and war. The history of terrorist organizations suggests that they do not select terrorism for its political effectiveness. [4] Individual terrorists tend to be motivated more by a desire for social solidarity with other members of their organization than by political platforms or strategic objectives, which are often murky and undefined. [4] The word â€Å"terrorism† is politically and emotionally charged,[5] and this greatly compounds the difficulty of providing a precise definition. Studies have found over 100 definitions of â€Å"terrorism†. 6][7] The concept of terrorism may itself be controversial as it is often used by state authorities to delegitimize political or other opponents,[8] and potentially legitimize the state's own use of armed force against opponents (such use of force may itself be described as â€Å"terror† by opponents of the state. ). [8][9] A less politically and emotionally charged, and more easily definable, term is violent non-state actor[10] ( though the semantic scope of this term includes not only â€Å"terrorists,† while excluding some individuals or groups who have previously been described as â€Å"terrorists†). citation needed] Terrorism has been practiced by a broad array of political organizations for furthering their objectives. It has been practiced by both right-wing and left-wing political parties, nationalistic groups, religious groups, revolutionaries, and ruling governments. [11] One form is the use of violence against noncombatants for the purpose of gaining publicity for a group, cause, or individual. [12]

The eNotes Blog At the Intersection of Poetry andMusic

At the Intersection of Poetry andMusic Four adaptations of poems set to music: some tender, some bizarre, all personal homages to poems and their masters. Enjoy! Im Nobody! Who Are You? by Emily Dickinson Composed by Israeli singer-songwriter Efrat Ben Zur. Im nobody! Who are you? Are you nobody, too? Then theres a pair of us dont tell! Theyd banish you know! How dreary to be somebody! How public like a frog To tell ones name the livelong day To an admiring bog! Sonnet 49 by Pablo Neruda The best loved love poet as sung by jazz artist Luciana Souza. Its today: all of yesterday dropped away among the fingers of the light and the sleeping eyes. Tomorrow will come on its green footsteps; no one can stop the river of the dawn. No one can stop the river of your hands, your eyes and their sleepiness, my dearest. You are the trembling of time, which passes between the vertical light and the darkening sky. To a Man Young and Old by William Butler Yeats A bit of an oddball, from the album Yeats is Greats by lo-fi San Francisco duo The Speakers. THOUGH nurtured like the sailing moon In beautys murderous brood, She walked awhile and blushed awhile And on my pathway stood Until I thought her body bore A heart of flesh and blood. But since I laid a hand thereon And found a heart of stone I have attempted many things And not a thing is done, For every hand is lunatic That travels on the moon. Open His Head by ee cummings Tin Hat performs one of their songs from the album The Rain is a Handsome Animal, which contains 17 songs inspired by ee cummings poetry. open his head,baby   youll  find  a heart in it (cracked) open that heart, mabel   youll  find  a bed in it (fact) open this  bed,sibyl   youll find a tart in it (wed) open the  tart,lady   youll  find  his mind in it (dead) (Feature Image via Unsplash)